As the dust settles after Hurricane TEF swept its way through UK higher education, it seems the right time to return to one of the main reasons it was set up in the first place: to help students choose a university.
With this in mind, I've been speaking to students and staff in secondary schools to find out how they are planning to use the results.
Lili Bidwell is an undergraduate French and Spanish student at the University of Cambridge
It does not surprise me that the University of Cambridge has received a gold award in the TEF.
When I first told close friends that I was thinking of pursuing civil engineering at university, lots of them discouraged me.
Marika Santala and Raphaël Beaulieu are graduates of the National Film and Television School’s directing and producing television entertainment master’s course. They recently picked up the Postgraduate Comedy and Entertainment Award at the Royal Television Society Student Television Awards for their programme The Love Gym. Here, they offer other student film-makers their tips on creating a successful film or TV programme.
1. Build your film or TV programme around a fresh idea
As a recent graduate, I’ve been interested to read all the comments around the release of the UK government’s teaching excellence framework (TEF) results, and I am pleased that teaching is now in the spotlight. Current students and recent graduates are likely to be looking at the results with interest and comparing them to their own experiences. People will be interested in the rating for their own university, particularly as there have been some surprising outcomes.
In university offices, staffrooms and newsrooms across the UK, there has been much discussion of the teaching excellence framework (TEF) outcomes. We followed the debates with interest. But now, the key question on our lips is: "what does this mean for our university?"
By the time I finished med-school in Mexico, I felt like I was supposed to follow the path that every potential doctor has to take: prepare for residence entry exams (similar to the United States Medical Licensing Examination). But I was keen to continue my studies abroad, and having spent a few months in Spain as an intern in a couple of hospitals, I chose to go and give it a try there.
Education. From the age of five until we become real adults, we spend most of our time in a place of learning. It’s arguably the most important time of our lives because it shapes who we are going to be. The things we learn, the subjects we study, our teachers, our friends – these are the factors that help to determine our future.
Although there is some momentum in trying to get more women into STEM, only 13 per cent of the overall STEM workforce in the UK is female – a clear indication of how we are under-represented. I often wonder what the reasons are for the under-representation of women among STEM degree holders?
The answer seems to be a of lack of exposure to prospective careers in STEM for girls. In addition, there are just a few female role models working in STEM roles in male-dominated workplaces, and some employers don’t actively seek female candidates.
Sara Tabin is an English major at Yale University
I decided I wanted to attend Yale while visiting my sister, who was an undergraduate there when I was five years old. As a child, Yale meant visits to the Peabody Museum, carrot cake from Claire’s Corner Copia and ivy-covered stone walls. In high school I went to see the campus again, and was impressed by the kindness of the students I met and the opportunities that Yale could provide.